Differences in understanding academic integrity: a Lithuanian case

ENAt present, the anti-corruption topic is relevant to all sectors of Lithuanian society. Public opinion polls (Lithuanian Map of Corruption, 2014; Population Survey, 2014) show that almost one-third of the population misunderstands what corruption is. This suggests the need for greater awareness about academic integrity, educate the academic community, reduce tolerance for cheating, and ensure effective prevention of fraudulent academic behavior. The Academic Integrity Index 2013 (Lietuvos studentų sąjunga, 2013) initiated by the Ministry of Education and Science of the Republic of Lithuania and conducted by the Lithuanian National Union of Students suggests that teachers believe that dishonest behavior is less common than students do. Research suggests that the risk of academic dishonesty is lower when students are taught and supervised by teachers who adhere to ethical principles and norms (Anderson, Oju, & Falkner, 2001). However, many teachers do not notice, or pretend not to notice, cheating during examinations for many reasons. Among them is perhaps an unwillingness to lose students in a context of declining numbers of secondary school students due to emigration, low birth rates, etc. According to 2018 data from the Ministry of Education and Science (Private interview with the Minister at Žinių radijas, July 10, 2018), while 75 percent of school-leavers chose to pursue higher education there is an excess supply of places and admittance rates are high. According to the Academic Integrity Index 2013, students believe that the most frequent improper behavior takes place during the completion of individual assignments. The least common abuses in Lithuania are the bribery of teachers (as cash or gifts in return for higher grades, particularly for athletes or student government representatives) or the distortion of citations in order to justify a student’s ideas.Different fields manifest different problems. Physics students seem to be the most honest; art students have the lowest level of trust in the objectivity of evaluations completed by teachers although this might be due to the subjectivity of art. Both students and teachers believe that a student’s disposition o act honestly or dishonestly is influenced by their individual moral beliefs, the tasks assigned, and the authority of the teacher. Research findings suggest that in the institutions where academic integrity is strongest, more students are satisfied with their studies and trust the administration and faculty to take all possible measures to prevent academic dishonesty (Lietuvos studentų sąjunga, 2013). There are no reliable data about whether students are sufficiently familiar with principles of academic ethics. Public opinion and market research suggest that different students understand and evaluate manifestations of academic dishonesty differently. Faculty and student opinion on the prevalence of cheating, or criminality and fraud also differed. At present, as HEIs increasingly engage in internationalization strategies, there is a risk that students will encounter difficult situations due to their lack of "literacy" with issues of academic integrity (Mrazauskaitė, 2015). It is therefore particularly important to eliminate impunity for dishonest behavior, ensure better distribution of information about academic standards and strengthen awareness of academic ethics in all Lithuanian HEIs. To reduce incidents of academic dishonesty, more attention to these gaps in understanding are needed. Academic integrity implies respect for knowledge, truth, scholarship, and honesty. It encompasses all academic activities and community members. Many HEIs in Lithuania have codes of academic conduct aimed at ensuring honest academic behavior.However, these codes of conduct in themselves do not guarantee academic integrity or even awareness of academic integrity. Knowledge and skills are essential for creating an academic culture that fosters integrity inside and outside the classroom. Students come to universities with different backgrounds, family cultures, secondary schools, and sometimes even different countries where many forms of misconduct are tolerated. Thus, the aim of this research was to evaluate the differences in academic integrity awareness at Lithuanian public HEIs so that the information obtained could educate students and other members of the academic community and help prevent incidences of academic dishonesty.